设计一阅读教学.doc

设计一 阅读教学
完成人：杨红 适用年级：高一
课题：Unit2, Module2 Reading(I)
An adventure in Africa
一、设计
Teaching aims:
1. Improve students’ reading skills.
2. Develop students’ awareness of cooperation.
3. Enable students to find and solve problems themselves.
4. Help students apply English to practice.

Teaching steps:
Step 1. Warm-up
Provide students with chances (a handful of minutes) to talk about the trips they have ever made and any information they have already known about Africa, thus galvanizing the students into an enthusiasm for more knowledge about Africaas well as adventurous travelling. The topic of this lesson is presented in the meantime.
Activities:
1. Showing the students “My album, My adventure”.
2. Slide shows: pictures of various places of interest
3. Questions: In which continent can you find these beautiful places?
What do you know about Africa?

Step 2. Fast reading
Students read the passage quickly and find out what places the writer is going to visit. Meanwhile, they are also supposed to get a general idea of the passage. In this way, the ability of skimming is developed.

Activities:
1. Read the passage quickly and circle the places Toby is going to visit.
2. Put the events in the correct order according to Toby’s plan.

Step 3. Careful reading
Ss read the passage carefully and find out answers to the given questions. Help the Ss analyze the structure of the reading material and encourage them to express their opinions under the teacher’s guidance.

Activities:
1. Describe the activities included in Toby’s plan for his adventure.
2. Find out the missing information:
Travel through ______ by _______:
Camp and sleep on _______:
See ______ on clear nights
3. Answer the questions:
What is Toby gong to do here?
What will Toby have to wear? Why?
4. True or false:
Toby and his brother will live alone in Kenya.
Toby will eat and drink whatever he likes.
Toby will see and take photographs of the wild animals.
5. Blank filling:
They are going to climb Mount Kilimanjaro.
Mountain climbing can be very ______. Many people feel ______as the air gets ______, so they will get enough ______.

Step 4. Summary and consolidation
Sum up what information the Ss have already got. Chances are given to retell the reading passage.

Activities:
1. Competition: Match Toby’s planned activities with correct places.
2. A brief summary: Retell Toby’s travelling plan.
3. Discussion: What do you think of Toby’s adventure? Why do you think so?
4. Discussion: What do people need to make an adventure successful? Why?
Step 5. Knowledge extension
Ss work in pairs and make a travel plan. The students are supposed to report the plan in front of the class.

Homework: Make a plan for your own adventure.
二、设计意图
本节课是高一模块二第二单元的reading1。阅读教学的任务不仅仅是教会学生理解所学的课文材料，更为重要的是通过有效的阅读活动的开展，对学生进行学习方法的指导和阅读技能的训练，教会学生如何运用恰当的阅读策略开展阅读活动，从而提高语言学习的能力。
一开始，为了激发学生对冒险的兴趣，我设计了warming up 环节，给学生介绍文章的背景知识。接着，进行新课导入。导入技巧起了非常重要的作用。比如，本课用了“My album, my adventure”及“Show some pictures of beautiful places”等步骤把学生导到课文主题上来了, 并一下子把学生们吸引住了。这样一来，学生在积极的状态下，通过讨论接触新的内容，在很自然地导入新课的同时，又培养了学生的想象力和表达能力。
考虑到是高一年级的新生，他们的阅读技巧，阅读能力还有待于提高，再加上学生水平的参差不齐，因此教学内容要安排得有条理性且富有层次性，要体现由浅入深、由易到难、循序渐进的原则。并做到课堂设计的一切活动都要有它的目的性和可操作性，这样学生就不会无所事事。注重具体语境中对学生进行语言能力的培养，注重主体参与，启发、诱导学生主动学习。如鼓励学生大胆地使用英语，对他们学习过程中的失误和错误采取宽容的态度；创设条件让学生能够探究他们感兴趣的问题并独立找到答案。教师也可以从旁引导，培养学生自主学习的能力，这也体现了“学生是学习的主体，教师起主导作用”的原则。
通过 “Competition”、“Group work: A brief summary” 、“Think over the questions”、“Discussion”等环节让学生将所学知识在语言环境中实践，实现了英语教学的交际功能。
三、点评
整个教学设计目的明确，要求具体，符合大纲要求和学生实际。通过导入“My album, my adventure”激发学生的阅读兴趣，为学生在阅读中获得成就感打下基础。快速略读环节设计培养了学生在阅读中抓主要信息的能力。通过练习、游戏、复述、讨论等环节培养了学生综合运用语言的能力。
本课教学设计充分关注了学生的学习过程。教学内容也安排得有条理性且富有层次性，体现了由浅入深、由易到难、循序渐进的原则。本节课的课堂设计的一切活动都要有它的目的性和可操作性。如在快速阅读中，教师明确地作了这样的要求“Read the text quickly and circle the places Toby is going to visit”。操练到位，保证了课堂练习的数量和时间而且讲究练的方法，提高了练的质量。使学生对所学知识做到懂、熟、会。同时，设置的任务形式多样，多角度地培养了学生的能力，并使整堂课不啰嗦、不枯燥。如在Careful Reading中针对四个不同的地方设置了四个不同的练习。分别是：1. Find out the missing information; 2. Answer some questions；3. T/F； 4. Fill in the blanks with proper words。课堂教学节奏合理。对教学内容的处理上做到了详略得当、收展有度；在教学活动的安排上做到了动静结合。教师组织了朗读、对话、游戏等有声有色的“动”的教学；组织了听、写、思考问题等的“静”的教学。